Synectic Summary: Teacher brings a selection of objects (or paintings/photos) to class. Students choose one (they are not told why). They brainstorm a list of characteristics of the object. Then, they are told why they selected an object: they need to find a connection between that object and the topic you re
Reflect, post, choose and ask: Give students a topic about which to post (an answer to an open-ended question, a drawing of a room in a house, an opinion about something they read or saw in class, a question they wrote about a concept from a chapter or lesson for which they are about to take a test, etc.). Students post their work. Then they look at all of the posts and choose one to take back to their seat. Depending on the prompt, they might take it back to their seat because they want to ask the person who wrote it a question. Or perhaps they have chosen to try to answer the review question. Or they are going to write the description of the room in the house based on the drawing. Then, the teacher chooses students to either ask their questions or share their descriptions and the original author or artist can comment, etc. This can also be done with multiple categories by using butcher paper or walls on which they post.
Presentational Speaking
Poster Session: In pairs, create a mini-presentation on a topic. Then one partner presents while others "attend" the conference. Simulates an authentic activity that occurs at conferences and trade shows in all fields. See PowerPoint for more information.
"How-to"or "giving directions" activities: have students give directions for how to do or make something in the target language. Classmates listen and follow the directions. Their product then shows whether they understood the directions correctly (or whether the speaker was clear when giving the directions).
Template for the activity where students give directions about the placement of furniture in the room of a house:
Channel Surfing: Students are grouped in groups of 3-4. Students choose a type of programming commonly shown on TV-each group chooses a different type of program: news, reality show, crime drama, comedy, commercials, etc.--and then they have two minutes to prepare what they think they would like to do. They don't write anything down. After two minutes, teacher uses a remote control pointed at the groups to "channel surf" and the students must play out their parts for as long as the teacher is watching. The teacher may come back to any group, at which point the groups continue to act out their type of programming.
Adding Spontaneity to lower levels: Semi-scripted interviews: students prepare questions in advance but on the day of the interview, they don't know who their partner will be nor do they know exactly which questions they will be asked (just that the questions cover anything since the start of French 1 or anything about activities you do and don't do on the weekend).
Adding spontaneity to textbook activities: have students ask follow-up questions without preparing them first: why? with whom? at what time?, etc. This takes these activities up a notch in the guided practice continuum as well, moving many of them into communicative guided practice.
Authenticating memorization:
When in real life do we memorize before talking? When we are in theater, or recording an audio or video program, or when giving a speach. So, when having students memorize, be sure to give a similar context.
Students can make cartoons at http://goanimate.com. Sign up for an education account...there are some limitations, but it is also free.
Their "TV shows" and "films" could be aired as if they were real shows using online streaming tools such as http://ustream.tv.
Free online tool for students to record themselves and send to you:
Google Voice to allow all your students to call you in order to submit an oral sample for evaluation or feedback. You will need a Google account (gmail is a Google account). Students will not need an account. When teachers sign up, they get a phone number in the area code they specify. Students simply call the number from their cell phones. Teachers can also try to get a phone number that spells something in order to make the number easier for students to remember. When students call, they leave a voicemail. It appears in your Google Voice account, including the time and duration of the call. Remember that if you send "text" replies (or feedback) to students, their parents may be charged for the text message.
Day 3
Link to the Prezi of today's presentation:
Prezi for CapFLP Listening/Speaking Day 3
Activities used during the seminar
Synectic Summary: Teacher brings a selection of objects (or paintings/photos) to class. Students choose one (they are not told why). They brainstorm a list of characteristics of the object. Then, they are told why they selected an object: they need to find a connection between that object and the topic you re
Reflect, post, choose and ask: Give students a topic about which to post (an answer to an open-ended question, a drawing of a room in a house, an opinion about something they read or saw in class, a question they wrote about a concept from a chapter or lesson for which they are about to take a test, etc.). Students post their work. Then they look at all of the posts and choose one to take back to their seat. Depending on the prompt, they might take it back to their seat because they want to ask the person who wrote it a question. Or perhaps they have chosen to try to answer the review question. Or they are going to write the description of the room in the house based on the drawing. Then, the teacher chooses students to either ask their questions or share their descriptions and the original author or artist can comment, etc. This can also be done with multiple categories by using butcher paper or walls on which they post.
Presentational Speaking
Poster Session: In pairs, create a mini-presentation on a topic. Then one partner presents while others "attend" the conference. Simulates an authentic activity that occurs at conferences and trade shows in all fields. See PowerPoint for more information.
"How-to"or "giving directions" activities: have students give directions for how to do or make something in the target language. Classmates listen and follow the directions. Their product then shows whether they understood the directions correctly (or whether the speaker was clear when giving the directions).
Spontaneity
Channel Surfing: Students are grouped in groups of 3-4. Students choose a type of programming commonly shown on TV-each group chooses a different type of program: news, reality show, crime drama, comedy, commercials, etc.--and then they have two minutes to prepare what they think they would like to do. They don't write anything down. After two minutes, teacher uses a remote control pointed at the groups to "channel surf" and the students must play out their parts for as long as the teacher is watching. The teacher may come back to any group, at which point the groups continue to act out their type of programming.
Adding Spontaneity to lower levels:
Semi-scripted interviews: students prepare questions in advance but on the day of the interview, they don't know who their partner will be nor do they know exactly which questions they will be asked (just that the questions cover anything since the start of French 1 or anything about activities you do and don't do on the weekend).
Adding spontaneity to textbook activities: have students ask follow-up questions without preparing them first: why? with whom? at what time?, etc. This takes these activities up a notch in the guided practice continuum as well, moving many of them into communicative guided practice.
Authenticating memorization:
When in real life do we memorize before talking? When we are in theater, or recording an audio or video program, or when giving a speach. So, when having students memorize, be sure to give a similar context.
Free online tool for students to record themselves and send to you:
Google Voice to allow all your students to call you in order to submit an oral sample for evaluation or feedback. You will need a Google account (gmail is a Google account). Students will not need an account. When teachers sign up, they get a phone number in the area code they specify. Students simply call the number from their cell phones. Teachers can also try to get a phone number that spells something in order to make the number easier for students to remember. When students call, they leave a voicemail. It appears in your Google Voice account, including the time and duration of the call. Remember that if you send "text" replies (or feedback) to students, their parents may be charged for the text message.